forms of organisation in vocational education and trainingrcskersten/csc voced/forms of...

Dr. Steffen Kersten

Forms of Organisation in Vocational Education and Training

Fakultät Erziehungswissenschaften, Institut für Berufspädagogik und Berufliche Didaktiken

Didactic of Vocational Education and Training

Didactic-methodical design of vocational education

external side internal side

forms of organisation internal structuring

(1) of vocational

lessons/lectures

(2) of vocational learning

(3) of vocational teaching

(1) didactic functions

(2) methodical procedure

System of Vocational Education in SaxonySource: Freistaat Sachen, State Ministry of Education and Sports: Wege zum Beruf.- Dresden 2011, p.4/5

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Vocational Schools

Berufsschule (Professional School)

A dual system for vocational training

Vocational schools are part of the dual training system. Students acquire the theoretical

foundations for their future profession directly in a company with an education in one

of the more than 360 recognised occupations. The Berufschule also provide a special

curriculum for disabled and disadvantaged youth.

Berufsfachschule

(Full-Time Professional School)

Professional education at school

Full-time education at a Berufsfachschule is the way to receive a Berufsabschluss

(training qualification) that is recognised throughout Germany. There are currently

roughly 40 courses of study and training lasts two to three years.

Source: Freistaat Sachen, State Ministry of Education and Sports:

Many Path to Success. -Dresden 2012, p.9

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Vocational Schools

Fachschule (Professional School)

Continuing vocational training

Skilled workers with a Berufsausbildung (professional education) and work experience

can receive additional qualifications at a Fachschule (professional school). Graduates are

qualified for many interesting mid-level jobs between skilled workers/employees and

university graduates.

Fachoberschule

(Specialised Secondary School)

The path to a Fachhochschule (university of applied science)

At the Fachoberschule young people and adults can obtain the Fachhochschulreife

(advanced technical college entrance qualification) which entitles them to study at a

Fachhochschule. For students with a Realschulabschluss (general certificate of

secondary education) qualification takes two years and one year for students

who have completed a Berufsausbildung (professional education).


Many Path to Success. -Dresden 2012, p.9

Folie 6

Vocational Schools

Berufliches Gymnasium

(Professional Upper Secondary School)

Abitur (university entrance qualification) after the Mittelschule (secondary school)

This path to the Abitur and studying at a university is for all those who have a good

Realschulabschluss (general certificate of secondary education). The three-year

curriculum includes general and vocational instruction.


Many Path to Success. -Dresden 2012

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Organisationforms of vocational lessons

Knowledge functionalization

through cognitive

transformation

Knowledge acquisition

through cognitive

construction

Knowledge applying

through cognitive

reconstruction

Phase of

self-directed

learning

Phase of

coaching

Phase of

classroom

studyModul n

Hortsch/Jentzsch/Borchardt 2003, p.65

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Forms of organisation of teaching

Forms of organisation of teaching

Forms of presentation

- lecture / teacher talk

- demonstration

Forms of common activity

(teacher and learner)

- conversation

- discussion

Forms of independent

learner act

- exercise

- experiment

Information-theoretic model of communication

sender receiver

message

coding decoding

- problem of different coding

- problem of different interpretation

Communication between A and B

sender receiver

K (A) Set of linguistic signs, which A uses

E (A) Set of linguistic signs, whose meaning A knows

K (B) Set of linguistic signs, which B uses

E (B) Set of linguistic signs, whose meaning B knows

(vgl. Zittlau: Kommunikation und Rhetorik 1992, S. 19)

Model of communication after Schulz von Thun

Factual information (which I am informing about) – blue,

A self statement (what I show of myself) – green,

A relationship indicator (what I think of you and how I relate to you) – yellow,

An appeal (what I want you to do) – red

A couple is in the eating.

The husband asks: “What's that green in the soup?”

The wife answers: “If it does not taste good to you,

then you can cook by yourself.”

Example:

Factual information (which I am informing about)

The husband want to know, what‘s that green in the soup.

A self statement (what I show of myself)

It does not taste good to me.

A relationship indicator (what I think of you and how I relate to you)

You can not cook well .

An appeal (what I want you to do)

You should cook better.

Communication procedures

informatory forming of beliefs

about objective

circumstances

about subjective

opinions

with respect

to the truth

of a thesis

in relation

to a rationale

- to report

- to describe

- to characterize

- to comment

- to interpret

- to evaluate

- to argue - to explain

Dr. Steffen Kersten

Institut für Berufspädagogik

solving problems

factuale

problems

interpersonale

problems

- problem

solving

- conflict

solving

get

informations

- interview

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General Criteria of Lectures

clear orientation towards the lecture’s objectives

orientation at conditions of participants

intellectual suspense to raise interest and curiosity

clear vivid presentation of contents

transparent way of realization

(arrangement and internal structure)

focus on essential contents

appropriate duration of the lecture

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Essential Elements to Consider

for Lecture Planning

objectives of the lecture

subject of the lecture

arrangement of the lecture

(introduction, main part, summary)

internal structure

(way of realization)

didactic means and media

rhetorical means

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Typical Structures of Student-

Teacher Discussions

1. question - answer -chain

- question-based teaching

- strong hierarchy in relation between teacher – learner

- different forms of progression

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Teacher Discussions

2. Alternative Branching

- the chairman of the discussion provides information

- the learner has to take on an active part in the talk

- feedback is precondition for branching

- structure is suitable for evaluation the understanding

co. Panzenböck, M.: Rede, Gespräch, Diskussion.

Berlin, New York 1979, p. 55 ff

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Teacher Discussions

3. question – answer + question - chain

cooperative form of discussion

mutual fertilisation and further development of ideas

joint search for solutions



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Teacher Discussions

4. Discussion led by Impulses

open and cooperative forms of communication

joint search for solution

progression of communication is determined by structure of problem

or exercise



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Characteristics of a Good Student-Teacher

Discussion

Clear orientation at the aims of Student-Teacher Discussion

Practical problems as starting point of discussion

Orientation at preconditions of participants

(use pre-knowledge and experience of participants for progress of discussion)

Good guidance of discussion

Questioning techniques (short and clear questions, no double questions,

no suggestive questions)

Suitable impulses to provide food for thought and discussion

Clear and objective-led structure of discussion

Arrangement (introduction, development, summary)

Basic structure

Ways of realization

Consideration of feedback

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A Classification of Teaching Conversation after

Klingberg

a) in didactic function for

• the development of new knowledge, development of skills

• repetition

• the exam

b) in character of the didactic guidance

• teaching conversation with emphasize on question and direct

guidance by the teacher

• loosely directed conversation in which the teacher guides but

stays in the background

• discussion

c) in ways of conversation

• question guided

• impulse guided

• problem oriented

Klingberg: Einführung in die allgemeine Didaktik

Berlin 1984, S.280

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Steps of partner work

(co. Kösel 1973)

Dresden, 12.11.2008

Procedure of Group Work

1. Motivation

2. Problem analysis

3. Division of labour

4. Selecting strategies

5. Small group work

6. Get together

7. Documenting results

1st Phase

Apprehending that a problem exists

Defining the problem with its

problem parts

Group formation

Distributing work

Planning further action

2nd Phase

Group work

Acquiring information

Discussing solutions

Formulating results

3rd Phase

Presenting group results

Improving results and completion

Learning of results until full

acquisition

Problem/task

Class

Groups

Get together

Class

Documenting results co. Vogel, H.: Unterrichtsformen II.

Ravensburg 1975

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Form of

organisation

Characteristics Advantages Disadvantages

Teacher fronted

lessons

- teacher turns

towards all learners

- collective procedure

under guidance of

teacher

- teacher amalgamates

all interaction on

him/herself

Individualised

instruction

- guidance by teacher at

beginning

- temporary retreat of

teacher

- learners work alone

- evaluation under

guidance of teacher

- to provide the

same information

for all learner

- to give the way of

cognition a appro-

priate structure

- provide a lot of

information in short

time

- no communication

between the learner

- no development of

social traits of

personality

- no single-handed

activity

- possibility of

passivity

Organisation forms of learning

- high single-handed

activity

- good feedback about

learning efficiency

(control and

evaluation)

- consideration of

individual conditions

- no communication

- possibility of

disappointment

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Form of

organisation


Groupwork

- learners divided into

groups

- teacher initiates

- group is responsible for

solving the given tasks

Partner work

- two learners work

together

- otherwise like

groupwork


activity

- development of social

traits of personality

- development of

teamwork

- learner are responsible

for their own activities

- form of organisation

is similar the organisa-

tion in production

- problems of

individual control

and evaluation of

learning efficiency

- possibility of

different high activity

- problems of group

dynamics

- needs a lot of time



activity

- development of social

traits of personality

- development of

teamwork

- learner are responsible

for their own activities

- not any partnership

can present their

results

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Form of

organisation


Learning at learning points

- teacher arranges

learners in learning

points

- learners take turns at

the different learning

points

- differentiation is

possible


activity

- lesson is turbulent

- a lot of work for

preparation


Dr. Steffen Kersten

Fakultät Erziehungswissenschaften, Institut für Berufspädagogik und Berufliche Didaktiken

July2016

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